From Textual Function to Writing Competence: A Review of EFL Writing Research Based on Systemic Functional Linguistics
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This paper presents a systematic review of 25 studies (2015–2025) that apply Systemic Functional Linguistics (SFL) to EFL writing pedagogy, assessment, and learner cognition. Drawing on SFL’s three metafunctions as an analytical lens, the review synthesizes research on instructional practices, assessment approaches, and shifts in students’ writing beliefs. The analysis reveals that SFL-informed genre pedagogy consistently enhances learners’ control over discourse-level meaning-making, reorients assessment from error correction to functional effectiveness, and reshapes learners’ conceptions of writing as a socially situated process. The review also identifies methodological and contextual limitations in the existing literature and outlines directions for future research.
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